Enrollment

1,388

Absenteeism

Reading Proficiency

94 %

Math Proficiency

81%

Science Proficiency

86 %

History Proficiency

90 %

Accountability

State Accreditation Status

Fully Accredited

Elementary and middle schools are Fully Accredited if students achieve adjusted pass rates on state assessments of 75 percent or higher in English and 70 percent or higher in mathematics, science and history. High schools are Fully Accredited if students achieve adjusted pass rates of 75 percent or higher in English and 70 percent or higher in mathematics, science and history; and attain a point value of 85 or greater based on the Graduation and Completion Index.

State Accreditation Results

.

Accreditation ratings are based on the achievement of students on statewide tests taken during the previous academic year, or on achievement during the three most recent academic years. In determining the accreditation rating of a school, adjustments are made to reward schools for the successful remediation of previously failing students. Allowances also are made for certain transfer students and certain English language learners. The benchmark adjusted pass rates for a school to be rated as Fully Accredited are as follows:

English 75 percent

Mathematics 70 percent

Science 70 percent

History/Social Science 70 percent

Ratings for high schools also reflect the success of efforts to increase completion and graduation. To be rated as Fully Accredited, a high school must have a Graduation and Completion Index of at least 85 percent. The Graduation and Completion Index awards full credit for students who earn diplomas, and partial credit for high school equivalencies.

In addition, effective with the 2016-2017 school year, schools that meet all requirements for full accreditation for three consecutive years are automatically rated as Fully Accredited for a fourth year.

Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course reading test. Use the drop down menu above the chart to view the results for a specific reading test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Reading Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

13

97

84

3

11

94

83

6

7

94

87

6

Female

16

99

83

1

14

97

83

3

11

93

83

7

Male

9

94

85

6

8

91

84

9

3

95

92

5

Asian

-

93

93

7

-

90

90

10

29

93

64

7

Black

4

89

86

11

-

95

95

5

5

89

84

11

Hispanic

8

92

83

8

8

100

92

0

-

90

90

10

White

15

99

84

1

12

95

82

5

6

94

88

6

Two or more races

<

<

<

<

<

<

<

<

<

100

<

0

Students with Disabilities

-

79

79

21

5

50

45

50

5

55

50

45

Economically Disadvantaged

9

94

85

6

3

86

84

14

4

84

80

16

English Learners

<

<

<

<

<

100

<

0

<

<

<

<

EOC English Reading Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

13

97

84

3

11

94

83

6

7

94

87

6

Female

16

99

83

1

14

97

83

3

11

93

83

7

Male

9

94

85

6

8

91

84

9

3

95

92

5

Asian

-

93

93

7

-

90

90

10

29

93

64

7

Black

4

89

86

11

-

95

95

5

5

89

84

11

Hispanic

8

92

83

8

8

100

92

0

-

90

90

10

White

15

99

84

1

12

95

82

5

6

94

88

6

Two or more races

<

<

<

<

<

<

<

<

<

100

<

0

Students with Disabilities

-

79

79

21

5

50

45

50

5

55

50

45

Economically Disadvantaged

9

94

85

6

3

86

84

14

4

84

80

16

English Learners

<

<

<

<

<

100

<

0

<

<

<

<

LEGEND

< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

Virginia public school students assessed in writing in grade 8 and once in high school with an end-of-course writing test. Prior to 2014, students also took a writing test in grade 5. Use the drop down menu above the chart to select a specific writing test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Writing Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

41

96

55

4

40

95

54

5

40

96

56

4

Female

48

97

49

3

48

97

48

3

43

96

52

4

Male

32

94

61

6

33

93

60

7

37

96

59

4

Asian

67

100

33

0

<

100

<

0

79

100

21

0

Black

24

92

68

8

21

84

63

16

16

89

74

11

Hispanic

33

92

58

8

27

100

73

0

50

100

50

0

White

42

97

55

3

43

96

53

4

40

96

56

4

Two or more races

20

80

60

20

<

<

<

<

<

100

<

0

Students with Disabilities

17

58

42

42

23

68

45

32

19

76

57

24

Economically Disadvantaged

26

86

60

14

15

90

75

10

27

92

65

8

English Learners

<

100

<

0

<

100

<

0

<

100

<

0

EOC Writing Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

41

96

55

4

40

95

54

5

40

96

56

4

Female

48

97

49

3

48

97

48

3

43

96

52

4

Male

32

94

61

6

33

93

60

7

37

96

59

4

Asian

67

100

33

0

<

100

<

0

79

100

21

0

Black

24

92

68

8

21

84

63

16

16

89

74

11

Hispanic

33

92

58

8

27

100

73

0

50

100

50

0

White

42

97

55

3

43

96

53

4

40

96

56

4

Two or more races

20

80

60

20

<

<

<

<

<

100

<

0

Students with Disabilities

17

58

42

42

23

68

45

32

19

76

57

24

Economically Disadvantaged

26

86

60

14

15

90

75

10

27

92

65

8

English Learners

<

100

<

0

<

100

<

0

<

100

<

0

LEGEND

< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Math Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

10

82

72

18

8

80

73

20

10

81

71

19

Female

9

82

73

18

8

86

77

14

7

82

75

18

Male

11

81

70

19

7

75

68

25

13

79

66

21

Asian

43

95

52

5

35

90

55

10

24

95

71

5

Black

-

71

71

29

4

57

52

43

4

66

62

34

Hispanic

13

88

75

13

5

85

80

15

11

82

71

18

White

9

82

73

18

7

82

75

18

10

82

72

18

Two or more races

10

65

55

35

-

77

77

23

6

56

50

44

Students with Disabilities

-

67

67

33

2

47

45

53

5

57

52

43

Economically Disadvantaged

5

71

66

29

3

68

64

32

6

69

63

31

English Learners

<

<

<

<

-

73

73

27

20

90

70

10

Algebra I Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

1

76

75

24

1

75

74

25

1

81

80

19

Female

-

77

77

23

1

79

78

21

2

81

80

19

Male

1

74

73

26

-

70

70

30

-

81

81

19

Asian

<

100

<

0

<

<

<

<

<

100

<

0

Black

-

86

86

14

-

42

42

58

-

69

69

31

Hispanic

<

<

<

<

<

<

<

<

<

<

<

<

White

-

75

75

25

1

77

77

23

1

85

84

15

Two or more races

<

<

<

<

<

<

<

<

<

<

<

<

Students with Disabilities

-

65

65

35

-

67

67

33

-

59

59

41

Economically Disadvantaged

-

69

69

31

-

61

61

39

-

68

68

32

English Learners

<

<

<

<

<

<

<

<

<

100

<

0

Geometry Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

2

77

76

23

3

77

74

23

2

66

65

34

Female

2

76

73

24

3

81

77

19

-

70

70

30

Male

1

79

78

21

2

73

71

27

3

62

59

38

Asian

<

<

<

<

<

100

<

0

<

<

<

<

Black

-

60

60

40

6

53

47

47

-

35

35

65

Hispanic

<

<

<

<

-

90

90

10

<

<

<

<

White

1

79

78

21

1

77

76

23

1

68

66

32

Two or more races

<

<

<

<

<

<

<

<

<

<

<

<

Students with Disabilities

-

73

73

27

7

33

27

67

7

50

43

50

Economically Disadvantaged

2

64

62

36

-

68

68

32

4

50

46

50

Algebra II Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

20

88

68

12

18

91

73

9

23

94

71

6

Female

18

89

71

11

17

94

77

6

16

94

77

6

Male

21

86

65

14

19

87

68

13

29

94

65

6

Asian

54

100

46

0

<

100

<

0

36

100

64

0

Black

-

64

64

36

6

71

65

29

6

94

88

6

Hispanic

<

<

<

<

<

100

<

0

25

92

67

8

White

19

88

69

12

18

92

74

8

23

94

71

6

Two or more races

<

<

<

<

<

100

<

0

<

<

<

<

Students with Disabilities

<

<

<

<

<

<

<

<

<

<

<

<

Economically Disadvantaged

17

83

67

17

15

85

69

15

13

95

82

5

English Learners

<

<

<

<

<

100

<

0

<

100

<

0

LEGEND

< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

Virginia public school students are assessed in science in grades 5 and 8 and at the end of the following secondary courses: Earth Science, Biology, and Chemistry. Before 2014, students also were assessed in science in grade 4. Use the drop down menu above the chart to select results for a specific science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s Science Standards of Learning identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Science Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

17

84

67

16

14

88

74

12

14

86

72

14

Female

16

85

68

15

13

89

76

11

11

86

75

14

Male

17

84

66

16

15

87

72

13

16

86

70

14

American Indian

<

100

<

0

<

100

<

0

<

100

<

0

Asian

33

89

56

11

28

90

62

10

26

85

59

15

Black

4

78

74

22

-

72

72

28

10

70

60

30

Hispanic

10

90

80

10

5

90

85

10

4

86

82

14

Native Hawaiian

<

100

<

0

<

<

<

<

<

100

<

0

White

17

85

67

15

15

89

75

11

14

88

74

12

Two or more races

19

57

38

43

6

75

69

25

13

53

40

47

Students with Disabilities

3

58

55

42

11

64

53

36

11

60

49

40

Economically Disadvantaged

9

73

64

27

8

74

67

26

8

73

66

27

English Learners

<

<

<

<

-

69

69

31

9

73

64

27

Biology Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

19

84

66

16

17

93

76

7

14

85

71

15

Female

16

85

68

15

16

96

80

4

11

85

74

15

Male

21

84

63

16

19

90

71

10

17

85

68

15

Asian

41

94

53

6

25

83

58

17

21

79

57

21

Black

6

76

71

24

-

87

87

13

12

73

62

27

Hispanic

6

88

81

13

<

100

<

0

-

76

76

24

Native Hawaiian

<

100

<

0

<

100

<

0

White

20

86

66

14

18

95

76

5

15

87

72

13

Two or more races

13

47

33

53

<

<

<

<

18

64

45

36

Students with Disabilities

3

58

55

42

13

47

33

53

6

67

61

33

Economically Disadvantaged

11

71

60

29

10

73

63

27

7

69

62

31

English Learners

<

<

<

<

<

<

<

<

<

<

<

<

Chemistry Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

18

84

66

16

19

87

68

13

15

90

75

10

Female

20

84

65

16

18

89

71

11

14

89

75

11

Male

16

83

67

17

20

86

65

14

15

90

75

10

Asian

<

100

<

0

45

100

55

0

36

100

64

0

Black

<

<

<

<

-

75

75

25

7

73

67

27

Hispanic

20

90

70

10

<

100

<

0

<

100

<

0

White

18

83

65

17

19

87

68

13

14

91

76

9

Two or more races

<

<

<

<

<

100

<

0

<

<

<

<

Students with Disabilities

<

100

<

0

<

<

<

<

<

100

<

0

Economically Disadvantaged

7

81

74

19

9

78

70

22

14

86

72

14

English Learners

<

100

<

0

<

100

<

0

<

100

<

0

Earth Science Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

-

85

85

15

1

80

79

20

-

76

76

24

Female

-

85

85

15

1

75

74

25

-

78

78

22

Male

-

85

85

15

1

84

83

16

-

73

73

27

American Indian

<

100

<

0

<

100

<

0

Asian

<

<

<

<

<

<

<

<

<

<

<

<

Black

<

100

<

0

-

56

56

44

<

<

<

<

Hispanic

<

100

<

0

-

80

80

20

<

100

<

0

White

-

86

86

14

1

84

83

16

-

82

82

18

Students with Disabilities

<

<

<

<

-

73

73

27

-

27

27

73

Economically Disadvantaged

-

67

67

33

2

73

71

27

-

65

65

35

LEGEND

< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.

develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;

instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;

enable students to understand the basic values, principles, and operation of American constitutional democracy;

prepare students for informed, responsible, and participatory citizenship;

develop students’ skills in debate, discussion, and writing; and

provide students with a framework for continuing education in history and the social sciences.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: History Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

23

92

69

8

20

90

69

10

25

90

65

10

Female

18

92

74

8

19

89

70

11

16

90

74

10

Male

27

92

64

8

22

91

68

9

33

91

58

9

American Indian

<

100

<

0

<

100

<

0

<

<

<

<

Asian

41

100

59

0

30

90

60

10

47

94

47

6

Black

10

84

73

16

8

72

64

28

16

84

67

16

Hispanic

30

90

60

10

18

77

59

23

17

93

76

7

Native Hawaiian

<

100

<

0

<

<

<

<

<

100

<

0

White

23

93

70

7

21

92

71

8

25

91

66

9

Two or more races

15

65

50

35

23

77

54

23

20

80

60

20

Students with Disabilities

4

50

46

50

4

54

50

46

4

62

58

38

Economically Disadvantaged

12

82

69

18

14

71

57

29

14

76

62

24

English Learners

<

<

<

<

<

<

<

<

<

<

<

<

VA & US History Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

20

95

76

5

20

95

75

5

21

95

74

5

Female

18

96

77

4

21

95

75

5

13

93

80

7

Male

21

95

74

5

19

94

75

6

28

97

69

3

American Indian

<

100

<

0

<

100

<

0

Asian

27

100

73

0

<

<

<

<

43

100

57

0

Black

12

88

76

12

-

88

88

12

6

94

88

6

Hispanic

18

91

73

9

17

83

67

17

<

100

<

0

Native Hawaiian

<

100

<

0

White

20

97

77

3

21

96

74

4

19

94

75

6

Two or more races

18

64

45

36

<

100

<

0

<

100

<

0

Students with Disabilities

-

70

70

30

6

61

56

39

-

59

59

41

Economically Disadvantaged

7

91

83

9

8

89

81

11

16

90

73

10

English Learners

<

<

<

<

<

<

<

<

<

100

<

0

World History I Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

-

100

100

0

-

89

89

11

4

100

96

0

Female

<

100

<

0

<

<

<

<

7

100

93

0

Male

<

100

<

0

-

91

91

9

-

100

100

0

Black

<

100

<

0

<

100

<

0

<

100

<

0

White

-

100

100

0

-

93

93

7

-

100

100

0

Two or more races

<

100

<

0

<

<

<

<

<

100

<

0

Economically Disadvantaged

<

100

<

0

<

<

<

<

<

100

<

0

World History II Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

27

87

60

13

23

86

63

14

31

85

54

15

Female

18

87

69

13

18

84

66

16

21

85

65

15

Male

35

88

53

12

29

88

60

12

40

85

45

15

Asian

53

100

47

0

50

90

40

10

47

88

41

12

Black

10

76

67

24

15

55

40

45

27

73

45

27

Hispanic

<

<

<

<

<

<

<

<

6

89

83

11

White

27

88

61

12

22

89

66

11

33

86

53

14

Two or more races

<

<

<

<

<

<

<

<

23

69

46

31

Students with Disabilities

6

31

25

69

5

41

36

59

9

57

48

43

Economically Disadvantaged

17

74

57

26

20

59

39

41

14

63

49

37

English Learners

<

<

<

<

<

<

<

<

<

<

<

<

Geography Performance

2014-2015

2015-2016

2016-2017

Student Subgroup

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

Advanced

Passed

Proficient

Failed

All Students

<

100

<

0

<

100

<

0

<

100

<

0

Female

<

100

<

0

<

100

<

0

<

100

<

0

Male

<

100

<

0

<

100

<

0

<

100

<

0

Black

<

100

<

0

<

100

<

0

<

100

<

0

White

<

100

<

0

<

100

<

0

<

100

<

0

Economically Disadvantaged

<

100

<

0

LEGEND

< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

Number of recently arrived English language learners exempted from state reading assessments

2015-2016

2016-2017

2017-2018

State

0

0

0

Division

0

0

0

School

0

0

0

Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade

2015-2016

2016-2017

2017-2018

Grade 9

359

332

380

Grade 10

328

343

329

Grade 11

330

326

348

Grade 12

346

336

331

Total Students

1,363

1,337

1,388

Fall Membership by Grade

LEGEND

< = A group below state definition
for personally identifiable results - = No data for group * = Data not yet available

Fall Membership by Subgroup

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30. Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

Is eligible for Free/Reduced Meals;

Receives Temporary Assistance for Needy Families;

Is eligible for Medicaid; or

Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup

Subgroup

2015-2016

2016-2017

2017-2018

All Students

1363

1337

1388

Female

679

652

658

Male

684

685

730

American Indian

2

3

4

Asian

48

47

61

Black

84

82

77

Hispanic

40

49

46

Native Hawaiian

1

1

1

White

1156

1124

1160

Two or more races

32

31

39

Students with Disabilities

94

100

110

Not Students with Disabilities

1269

1237

1278

Economically Disadvantaged

189

204

254

Not Economically Disadvantaged

1174

1133

1134

English Learners

20

15

17

Not English Learners

1343

1322

1371

LEGEND

< = A group below state definition
for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap
groups

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must also earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of school-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as “Standard and Other Diplomas.”

Status of the Students in the 2016-2017 Cohort

Student Subgroup

School

Advanced Diplomas

Standard Diplomas

Other Diplomas

GED's

Dropouts

Other Non-Graduates

All Students

School

208

100

5

3

11

6

Division

402

290

15

10

51

14

State

49783

34421

2709

952

5505

1972

Female

School

112

42

2

2

1

2

Division

228

123

5

5

15

4

State

27214

15199

936

332

1878

682

Male

School

96

58

3

1

10

4

Division

174

167

10

5

36

10

State

22569

19222

1773

620

3627

1290

Asian

School

<

<

<

<

<

<

Division

10

1

0

0

1

0

State

4573

1128

82

17

115

53

Black

School

8

11

0

1

1

1

Division

21

25

2

1

3

4

State

7924

10597

1070

219

1501

852

Hispanic

School

8

4

0

0

0

0

Division

13

8

0

0

2

0

State

4750

4926

292

89

1962

258

White

School

181

82

5

1

9

5

Division

347

249

13

8

44

10

State

29987

16107

1157

579

1722

708

Two or more races

School

<

<

<

<

0

<

Division

11

7

0

1

1

0

State

2364

1473

93

44

174

94

Students with Disabilities

School

0

14

5

0

1

0

Division

0

39

15

0

9

0

State

1022

6034

2709

133

1174

104

Economically Disadvantaged

School

17

22

3

2

4

2

Division

75

120

12

5

31

7

State

9595

15819

1594

427

2642

1138

English Learners

School

<

<

<

<

<

<

Division

<

<

<

<

<

<

State

1518

3295

265

34

1626

81

LEGEND

< = A group below state definition for personally identifiable results
- = No data for group * = Data not yet available

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School

Students Subgroup

Students in Cohort

Graduates

On-Time Graduation Rate

Completers

Completion Rate

Cohort Dropouts

Cohort Dropout Rate

All Students

333

313

94

316

94.9

11

3.3

Female

161

156

96.9

158

98.1

1

.6

Male

172

157

91.3

158

91.9

10

5.8

Asian

0

<

<

<

<

<

<

Black

22

19

86.4

20

90.9

1

4.5

Hispanic

12

12

100

12

100

0

0

White

283

268

94.7

269

95.1

9

3.2

Two or more races

0

<

<

<

<

0

0

Students with Disabilities

20

19

95

19

95

1

5

Economically Disadvantaged

50

42

84

44

88

4

8

English Learners

0

<

<

<

<

<

<

LEGEND

< = A group below state definition
for personally identifiable results - = No data for group * = Data not yet available Gap Group 1 = Students with Disabilities, English
Language Learners, Economically Disadvantaged
Students (unduplicated) Gap Group 2 = Black Students Gap Group 3 = Hispanic Students Unduplicated = Students are able to be in two gap
groups

Advanced Program Information: Number and Percentage of
Students Enrolled in Advanced Programs

Advanced Program Information

Count/Percentage

Program Type

2014-2015

2015-2016

2016-2017

Advanced Placement Test Taken

145 / 10.55%

142 / 10.43%

178 / 13.33%

Advanced Placement Course Enrollment

114 / 8.29%

142 / 10.43%

203 / 15.21%

Dual Enrollment

270 / 19.64%

366 / 26.89%

339 / 25.39%

Governor’s School Enrollment

38 / 2.76%

34 / 2.5%

25 / 1.87%

IB Course Enrollment

-

-

-

Senior Enrolled in IB Program

-

-

-

LEGEND

< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups.

The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2014-2015 FGI cohort year (students
entering high school in 2011)

Total number of students in the cohort earning a
federally recognized high school diploma

Students who enrolled in
any Institution of Higher
Education (IHE) within 16
months of earning a
federally recognized high
school diploma

Type

Total

Total HE

Remaining Percent

All Students

School

327

249

24

Division

708

451

36

State

80025

57580

28

Female

School

152

123

19

Division

323

205

37

State

40462

31127

23

Male

School

175

126

28

Division

385

246

36

State

39563

26453

33

Asian

School

0

<

100

Division

0

<

100

State

5267

4592

13

Black

School

13

11

15

Division

36

24

33

State

17167

11282

34

Hispanic

School

15

10

33

Division

23

18

22

State

8077

5221

35

White

School

284

217

24

Division

626

395

37

State

45759

33749

26

Two or more races

School

0

<

100

Division

14

<

100

State

3387

2498

26

Students with Disabilities

School

14

<

100

Division

25

14

44

State

5663

3031

46

Economically Disadvantaged

School

32

15

53

Division

184

76

59

State

22406

12947

42

English Learners

School

0

<

100

Division

0

<

100

State

5211

3404

35

LEGEND

< = A group below state definition for personally
identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates
about college enrollment according to the National
Student Clearinghouse. For more information, see the
answers to Frequently Asked Questions
about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not
participate in NSC are not included in the number or
percent of students enrolled in an IHE. Federally recognized high school diplomas include
Standard, Advanced Studies, or International
Baccalaureate (IB) diplomas.
Most subgroups are based on students' most recent
status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;

Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;

Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or

Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education

Count

2014-2015

2015-2016

2016-2017

NOCTI Assessments

School

7

6

-

&nbsp

Division

17

14

24

&nbsp

State

3971

4139

3623

State Licensures

School

10

17

-

&nbsp

Division

28

31

18

&nbsp

State

1673

1790

1964

Industry Certification

School

506

327

305

&nbsp

Division

896

919

933

&nbsp

State

89541

100544

109590

Workplace Readiness

School

71

94

170

&nbsp

Division

195

347

529

&nbsp

State

33665

30775

42313

Total Credentials Earned

School

594

444

475

&nbsp

Division

1136

1311

1504

&nbsp

State

128850

137248

157490

Students Earning One or More Credentials

School

507

401

419

&nbsp

Division

952

1048

1225

&nbsp

State

104867

109089

126113

CTE Completers

School

121

94

70

&nbsp

Division

337

339

290

&nbsp

State

39291

42404

40516

LEGEND

< = A group below state definition
for personally identifiable results - = No data for group * = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement

2013-2014

Number of Test Takers

Number of Tests Taken

Number of Tests with Qualifying Scores

Percentage of Tests Passed

All Students

356

818

498

60.9%

2014-2015

Number of Test Takers

Number of Tests Taken

Number of Tests with Qualifying Scores

Percentage of Tests Passed

All Students

352

689

454

65.9%

2015-2016

Number of Test Takers

Number of Tests Taken

Number of Tests with Qualifying Scores

Percentage of Tests Passed

All Students

312

585

378

64.6%

LEGEND

< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.

Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.

Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.

School Division - Percentage of Expenditures

2013-2014

2014-2015

2015-2016

Percentage of fiscal year divisionoperating expenditures for instructional costs

66.5

64.5

64.6

Statewide Expenditures

The state Board of Education prescribes the following major classifications for expenditures of school funds: instruction; administration, attendance and health; pupil transportation; operation and maintenance; school food services and other non-instructional operations; facilities, debt and fund transfers; technology; and contingency reserves.

Instructional costs include the salaries and benefits paid to teachers, teacher aides, principals, assistant principals, librarians, and guidance counselors; expenditures for textbooks; and expenditures for students to participate in regional and virtual instructional programs.

School State - Percentage of Expenditures

2013-2014

2014-2015

2015-2016

Percentage of fiscal year stateoperating expenditures for instructional costs

66.8

67.1

66.9

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances.

Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates.

The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

School Division - Per-Pupil Spending

Local Funding

State

Federal

2013-2014

3,330.00

5,252.00

718.00

2014-2015

3,104.00

5,486.00

737.00

2015-2016

3,736.00

5,615.00

775.00

Statewide Per-Pupil Spending

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth’s public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources.

Counties, cities and towns comprising school divisions also support public education by providing the locality’s share to maintain an educational program meeting the commonwealth’s Standards of Quality and local match requirements for incentive and lottery-funded programs. .

While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.

Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.

By high school, regular attendance is a better dropout indicator than test scores.

A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.

Absenteeism by Subgroup

2013-2014

2014-2015

2015-2016

2016-2017

Subgroup

0%-10%

10%-15%

15%-20%

20+%

0%-10%

10%-15%

15%-20%

20+%

0%-10%

10%-15%

15%-20%

20+%

0%-10%

10%-15%

15%-20%

20+%

All Students

1407

5

3

1

1397

7

6

3

1404

7

1

1

1284

50

11

22

Female

682

2

1

0

676

3

5

1

707

1

1

1

630

21

6

9

Male

725

3

2

1

721

4

1

2

697

6

0

0

654

29

5

13

American Indian

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Asian

45

0

0

0

47

0

0

0

50

1

0

0

46

1

1

1

Black

88

1

1

0

81

1

0

0

94

1

0

0

81

2

1

3

Hispanic

46

1

0

0

47

1

1

0

40

0

0

0

52

0

0

0

Native Hawaiian

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

White

1185

2

2

1

1178

5

5

2

1184

5

1

1

1072

46

9

15

Two or more races

38

1

0

0

39

0

0

1

32

0

0

0

27

1

0

3

Students with Disabilities

104

0

1

0

98

0

0

0

97

1

0

0

95

7

1

3

Economically Disadvantaged

162

2

1

0

217

2

2

1

199

2

1

0

187

17

6

11

English Learners

20

0

0

0

19

0

0

0

22

0

0

0

14

1

0

0

LEGEND

< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

The attendance rate equals “average daily attendance” divided by “average daily membership.” Average daily attendance is the aggregate number of days of attendance of all students during a school year divided by the number of days school is in session during the year. Average daily membership is the aggregate number of days of membership of all students during a school year divided by the number of days school is in session during the year.

Attendance Rate

Subgroup

2014-2015

2015-2016

2016-2017

All Students

99.21

99.4

97.05

Female

99.22

99.43

97.28

Male

99.2

99.37

96.84

American Indian

100

100

95.39

Asian

98.94

99.19

98.12

Black

99.62

99.46

96.98

Hispanic

98.85

99.3

97.67

Native Hawaiian

98.84

100

99.3

White

99.22

99.39

97

Two or more races

98.73

99.84

96.85

Students with Disabilities

99.45

99.62

96.59

Economically Disadvantaged

98.77

99.12

95.34

English Learners

99.3

98.88

96.66

LEGEND

< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses

Number of Offenses

Alcohol, Tobacco, and Other Drug Offenses

12

Technology Offenses

<

Offenses Against Student

<

Weapons Offenses

<

Property Offenses

<

All Other Offenses

<

Other Offenses Against Persons

<

Disorderly or Disruptive Behavior Offenses

33

LEGEND

< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired. A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short Term Suspensions

2014-2015

2015-2016

2016-2017

Subgroup

% Population

% Short Term Suspensions

% Population

% Short Term Suspensions

% Population

% Short Term Suspensions

American Indian

0.145

0.147

0.225

Asian

3.491

3.527

3.521

Black

5.527

12.33

6.172

10

6.142

16

Hispanic

3.491

1.37

2.939

3.67

Native Hawaiian

0.073

0.073

0.075

White

84.582

80.82

84.938

81.25

84.195

76

Two or more races

2.691

5.48

2.351

8.75

2.322

8

LEGEND

< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A long-term suspension (more than 10 school days and less than 365 calendar days) is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long Term Suspensions

2014-2015

2015-2016

2016-2017

Subgroup

% Population

% Long Term Suspensions

% Population

% Long Term Suspensions

% Population

% Long Term Suspensions

American Indian

0.145

0.147

0.225

Asian

3.491

3.527

3.521

Black

5.527

6.172

14.29

6.142

Hispanic

3.491

12.5

2.939

3.67

33.33

Native Hawaiian

0.073

0.073

0.075

White

84.582

87.5

84.938

85.71

84.195

66.67

Two or more races

2.691

2.351

2.322

LEGEND

< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions

2014-2015

2015-2016

2016-2017

Subgroup

% Population

% Expulsions

% Population

% Expulsions

% Population

% Expulsions

American Indian

0.145

0.147

0.225

Asian

3.491

3.527

3.521

Black

5.527

6.172

6.142

Hispanic

3.491

2.939

3.67

Native Hawaiian

0.073

0.073

0.075

White

84.582

100

84.938

100

84.195

Two or more races

2.691

2.351

2.322

LEGEND

< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.

At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.

Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students
:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.

Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.

School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.

Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Free and Reduced Lunch Participation

2014-2015

2015-2016

2016-2017

Percentage

Percentage

Percentage

All Students

60.21

63.4

60

LEGEND

< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

Teacher Quality

.

Provisionally Licensed Teachers

Provisionally Licensed Teachers

2015-2016

2016-2017

Provisional Special Education

0%

0%

Provisional

4%

4%

LEGEND

< = A group below state definition
for personally identifiable results - = No data for group * = Data not yet available

This table provides data on the percentage of classes not taught by teachers meeting the federal definition of highly qualified.

Federal education law defines a highly qualified teacher as a teacher who is fully licensed by the state, has at least a bachelor’s degree, has demonstrated competency in each subject taught, and is teaching in his or her area of endorsement.

Teacher Educational Attainment

Teacher Educational Attainment: 2016-2017

The Virginia Department of Education reports annually on the percentage of teachers with bachelor’s, master’s, or doctorate degrees in schools, school divisions, and the state by highest degree earned.

Teacher Educational Attainment

Bachelor's Degree

Master's Degree

Doctoral Degree

Other

2014-2015

49%

46%

5%

0%

2015-2016

52%

45%

2%

1%

2016-2017

53%

45%

2%

0%

LEGEND

< = A group below state definition
for personally identifiable results - = No data for group * = Data not yet available

The mission of Virginia's public education system is to educate students in the fundamental knowledge and academic subjects that they need to become capable, responsible, and self-reliant citizens. Therefore, the mission of the Virginia Board of Education and the superintendent of public instruction, in cooperation with local school boards, is to increase student learning and academic achievement.